The Influence Of Physical Factors In The Classroom On The Cognitive Tasks Of College Students With Different Learning Styles

More and more researchers all over the world begin to pay attention to thereconstruction and research of learning space.And the physical factors in classroom also plays an important role in student learning.The design of learning space that emphasizes people-oriented and individual differences among learners has become one of the future trends.This research aims to explore whether changing the physical factors(e.g.temperature,sound,and light)in the classroom have different effects on students with different learning styles when processing cognitive tasks.This research adopts an experimental research method to form 8 different learning environments by controlling light,sound,and temperature.It takes 32colleges students in Shanghai as the research objects and require each student to conduct a cognitive experiment in different scenarios.There are 8 experiments per person,256 times in total.And the entire experiment lasted 2 months.By collecting the experimental data on problem solving,perception,attention and memory tasks in different environments,a multi-factor MANOVA is carried out,and further simple effect analysis on interaction effect is then carried out.This research has the following findings:(1)Temperature and sound have main effects and interaction effects on cognitive tasks respectively.Under thelow-temperature environment of 20℃,learners have higher attentions and better problem-solving effects,while they have better performance on perception and memory tasks under the high-temperature environment.For the memory tasks,learners have better performance in a quiet environment of 40dB.(2)Students’perceptual learning styles can produce main effects on different cognitive tasks,but there is no interaction with physical factors.(3)There is an interaction effect between temperature and gender on the attention task.The attention performance of girls isbetter than that of boys,especially in the low-temperature environment,showingextremely significant differences.This research also found that temperature,gender,and learning style have interaction effect on the problem-solving task.(4)For problem-solving tasks,learners of four learning styles perform better in theenvironment of 20℃ and 60dB.For attention tasks,visual and tactile learners work better in 20℃,40dB environment,while auditory learners study better in 20℃,60dB environment,while hybrid learners have better-performing in 28℃,40dBenvironment.For perceptual tasks,visual,auditory and hybrid learners have better results in 28℃,60dB environment,while hybrid learners perform better in 28℃,40dB environment.For memory tasks,four learning styles learners have better results in 28℃,40dB environment.Finally,this research makes suggestions from three aspects:how to set theenvironments to improve students’attention and problem-solving skills,how to set environments for students of different genders and perceptual learning styles,and classroom environment settings.It is hoped that domestic scholars,teachers,and school management will gradually realize that physical factors in the classroom is important to students’learning,and then increase domestic research and attention to this aspect.